本研究旨在探討臺南市國中教師參與教師專業發展評鑑之態度，研究方法以問卷調查為主，以臺南市國中教師為研究對象，所得資料以t考驗、單因子變異數分析、相依樣本變異數分析及多元迴歸分析進行探究，獲得以下結論：臺南市國中教師對教專評鑑的認知、認同度良好，參與意願看法較為分歧；教師因服務年資、職務、學校規模、參加教專評鑑情形不同，在教專評鑑態度上部分達顯著差異；教專評鑑的認知之「評鑑結果運用」層面及認同度之「評鑑目的」、「評鑑結果運用」、「評鑑方法」層面，對教專評鑑之參與意願具有解釋力。最後根據研究結果，提出具體建議，以作為教育主管機關、學校行政、國民中學教師及未來研究之參考。

The purposes of the study were to explore the attitudes of junior high school teachers toward teacher evaluation for professional development in Tainan City. Based on the questionnaire survey, the data were analyzed by t-tests, one-way ANOVA, and multiple regression analysis. The conclusions were as follows: Teachers’ awareness and identification for teacher professional development evaluation were both above average, and there are divergent views in teachers’ participation in the next teacher evaluation for professional development; attitudes toward teacher evaluation for professional development showed part of significant differences according to the teaching years, job position, participation in teacher evaluation for professional development, and school size; the awareness of “the applications of the evaluation result” could be used to explain teachers’ participation willingness; the identification of “evaluation purposes”, “the applications of the evaluation result” and “evaluation methods” could be used to predict positively teachers’ willingness to participate. Based on the research, the study provided suggestions for educational administrative organizations, junior high schools, teachers, and future educational researchers.